Advances in technology have changed the world. Finding effective means for incorporating technology in the learning environment is important to educators. One of the newer strategies is blended learning, which is also known as flipped instruction. With this mode of instructional delivery, teachers maintain the role of instructional leader but direct classroom instruction and homework are flipped. The belief is that work typically done as homework (e.g., problem-solving) is better undertaken in class with the teacher's guidance and students can watch instructional videos outside of direct instruction in the classroom. Although flipped instruction has gained considerable popularity in K-12 and college classrooms over the last decade, very little empirical research supports its effectiveness, especially with younger students, because much of the available literature is anecdotal. The limited numbers of actual studies conducted on flipped instruction in middle school do provide some foundation for its use. The intent of this study was to investigate how the use of flipped instruction impacted teaching and learning of mathematics in middle grades classrooms. Three teachers in a public Montessori school utilized a flipped learning approach with their multi-age 7th and 8th-grade mathematics classes. The goal of this study was to examine 7th-grade students' responses to this mode of mathematics instruction as a specific use of technology. Research questions for this study focused on three topics: (1) How does the use of the flipped learning affect teaching and learning in a middle grades classroom? (2) How does the use of flipped learning instruction affect student engagement and motivation? (3) In what ways, if any, does flipped learning impact the "gaps" in student achievement? Observations, surveys, interviews, and standardized test scores were used to answer these questions. Findings suggest that flipped learning did affect how teachers and students engaged in mathematics learning. It also found that for mathematics, students reduced anxiety, increased ability to focus, and enhanced their self-efficacy as a math student. The final research question, which examined how flipped instruction impacted the achievement gap between white and non-white students, found that this method did not appreciably help close the achievement gaps in student performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]